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  • The dynamic interplay between teachers’ beliefs and practices significantly impact the quality of instruction and the trajectory of talent development in young students. This case study explores the beliefs and practices of two elementary teachers instructing gifted ELs in mathematics. The constant comparison method was used to analyze data collected from classroom observations, semi-structured interviews, and field notes. Three factors were found to affect the (in)consistency between teachers’ expressed beliefs and observed practices: compatibility among core and peripheral beliefs, knowledge about evidence-based practices, and classroom management skills. Students exhibit higher levels of participation, communication, and engagement in critical thinking skills when their teacher embraces constructive perspectives in teaching mathematics, demonstrates pedagogical expertise, and employs a proactive classroom management approach. Conversely, students encounter restricted opportunities to independently construct their own understanding of mathematics when their teacher holds maladaptive beliefs about teaching mathematics, has limited knowledge of evidence-based practices, and has an authoritarian classroom management style. These findings underscore the need for a new approach to professional development (PD) that encourages teachers to critically examine the connection between their beliefs and instructional practices and their impact on the student’s mathematical talent development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

  • Project BRIDGE was launched as a response to the underrepresentation of English learners in gifted education. Through Project BRIDGE, high-ability English learners were able to access the same rigorous academic content as their native English-speaking peers. The present study compared intervention and comparison teachers' instructional behaviors in curriculum planning and delivery, accommodation in individual differences, problem solving, critical thinking strategies, creative thinking strategies, language strategies. The data on student-teacher interactions in second-grade math classes were collected through structured observation and analyzed quantitatively and qualitatively. The results showed that the intervention teacher was more effective than the comparison teacher in: 1) establishing high expectations for student performance; 2) implementing activities that promote critical and creative thinking; 3) engaging students in active classroom talk; and 4) providing supports for language development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

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